<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-4870</journal-id>
<journal-title><![CDATA[Folios]]></journal-title>
<abbrev-journal-title><![CDATA[Folios]]></abbrev-journal-title>
<issn>0123-4870</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-48702019000200127</article-id>
<article-id pub-id-type="doi">10.17227/folios.50-10226</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Effects of Reading Strategy and Dictionary Instruction in an Undergraduate Foreign Language Reading Comprehension Group]]></article-title>
<article-title xml:lang="es"><![CDATA[Efectos de la enseñanza explícita del uso de diccionario y estrategias de lectura en un curso de comprensión de lectura en lengua extranjera en pregrado]]></article-title>
<article-title xml:lang="pt"><![CDATA[Efeitos do ensino explícito do uso do dicionário e estratégias de leitura em um curso de compreensão de leitura de língua estrangeira em prégraduação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopera Medina]]></surname>
<given-names><![CDATA[Sergio Alonso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[Medellín Antioquia]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<numero>50</numero>
<fpage>127</fpage>
<lpage>138</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-48702019000200127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-48702019000200127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-48702019000200127&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article1 reports the effects of the integration of dictionary use and the reading strategy approach in a foreign language reading comprehension course. A case study was used as a research method, and three instruments helped gather data: a reading comprehension test, field notes, and an interview. Fifteen undergraduate students from a public university in Medellin, Colombia, participated in the study. Improvement in reading, metacognitive awareness, and selective use of dictionary were found as part of positive effects. In contrast, tiredness appears to be as the negative effect. Conclusions suggest that both the reading strategy approach and the selective use of dictionary are a good combination to integrate into a foreign language reading course.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo informa los efectos de la integración del uso del diccionario y el enfoque de estrategias de lectura en un curso de comprensión de lectura en lengua extranjera. Como método de investigación se utilizó el estudio de caso y se emplearon tres instrumentos para recolectar la información: una prueba de comprensión de lectura, notas de campo y una entrevista. En el estudio participaron quince estudiantes de pregrado de una universidad pública de Medellín (Colombia). La mejoría en la lectura, la conciencia metacognitiva y el uso selectivo del diccionario se encontraron como parte de los efectos positivos. En contraste, el cansancio aparece como el efecto negativo. Las conclusiones sugieren que tanto el enfoque de estrategia de lectura como el uso selectivo del diccionario son una excelente combinación para integrar en un curso de lectura en lengua extranjera.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta os efeitos da integração do uso do dicionário e da abordagem de estratégias de leitura em um curso de compreensão de leitura de língua estrangeira. Como método de pesquisa, utilizou-se o estudo de caso e foram utilizados três instrumentos para coleta das informações: teste de compreensão de leitura, notas de campo e entrevista. 15 estudantes de pre-graduação de uma universidade pública participaram do estudo. Melhoria na leitura, consciência metacognitiva e uso seletivo do dicionário foram os elementos encontrados como efeitos positivos. Em contraste, a fadiga aparece como efeito negativo. As conclusões indicam que tanto a abordagem da estratégia de leitura quanto o uso seletivo do dicionário são uma boa combinação para integrar um curso de leitura de língua estrangeira.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[dictionary use]]></kwd>
<kwd lng="en"><![CDATA[language teaching]]></kwd>
<kwd lng="en"><![CDATA[reading strategy approach]]></kwd>
<kwd lng="es"><![CDATA[uso de diccionario]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de idiomas]]></kwd>
<kwd lng="es"><![CDATA[enfoque de estrategias de lectura]]></kwd>
<kwd lng="pt"><![CDATA[ensino de línguas]]></kwd>
<kwd lng="pt"><![CDATA[uso de dicionário]]></kwd>
<kwd lng="pt"><![CDATA[abordagem de estratégias de leitura]]></kwd>
</kwd-group>
</article-meta>
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